Classroom Management Intervention Research Articles

Leveraging Technology to Support Teachers’ Fidelity of Universal Classroom Management Interventions: Lessons Learned and Future Applications

Leveraging Technology to Support Teachers’ Fidelity of Universal Classroom Management Interventions: Lessons Learned and Future Applications

Estimating the Lifetime Costs and Benefits of the Incredible Years Teacher Classroom Management Intervention Using Data From 30 Months Follow-Up of the Supporting Teachers and childRen in Schools Trial

ObjectivesThe Incredible Years Teacher® Classroom Management (IY-TCM) intervention is associated with short-term improvements in mental health difficulties in young people. The aim was to estimate the long-term impact and cost-effectiveness of the IY-TCM intervention compared with no intervention. MethodsAn existing health economic model (LifeSim 1.0) was used to translate short-term changes in the Strength and Difficulties Questionnaire (SDQ), based on the Supporting Teachers and childRen in Schools cluster randomized controlled trial of the IY-TCM intervention in schools, into estimated medium- and long-term effects using multiple longitudinal data sets. LifeSim 1.0 was adapted to incorporate teacher-reported SDQ and account for individual heterogeneity. Cost-effectiveness analyses were conducted using the trial-based intervention cost with subgroup analyses on deprivation, conduct scores and parental depression in the simulated baseline population. ResultsRegression analyses show significant predictor variables for intervention effectiveness, including deprivation and baseline SDQ. LifeSim results indicate small gains in long-term outcomes, and cost-effective analyses estimated that the IY-TCM intervention could be cost-effective, but there was a large amount of uncertainty (net monetary benefit = £10, Estimated CI = −£134, £156). Benefits and certainty of cost-effectiveness were greater for some subgroups, such as those with high conduct scores at baseline (net monetary benefit = £206, Estimated CI = £26, £318). ConclusionsIY-TCM could be cost-effective, but there was a large amount of uncertainty around costs and benefits. Greater benefits for pupils with difficulties at baseline suggest that the intervention may be more cost-effective for schools in more deprived areas with high levels of conduct problems.

Effects of a classroom management intervention in different teaching formats (face-to-face, online, hybrid) in preparation for a school internship

Effects of a classroom management intervention in different teaching formats (face-to-face, online, hybrid) in preparation for a school internship

Implementation resources to support teachers’ use of behavioral classroom interventions: protocol of a randomized pilot trial

BackgroundTeacher-delivered behavioral classroom management interventions are effective for students with or at-risk for attention-deficit/hyperactivity disorder (ADHD) or other disruptive behavior challenges, but they can be difficult for teachers to use in the classroom. In this study, we will pilot test a package of implementation strategies to support teachers in using behavioral classroom interventions for students with ADHD symptoms.MethodsWe will use a 2-group, randomized controlled trial to compare outcomes for teachers who receive Positive Behavior Management Implementation Resources (PBMIR), a theory and data-driven implementation resource package designed to increase teacher implementation of behavioral classroom management interventions, with those who do not receive this additional implementation support. We will measure teacher implementation outcomes (e.g., observed fidelity to behavioral classroom interventions) and student clinical outcomes (e.g., ADHD-related impairment, ADHD symptoms, student–teacher relationship, academic performance) before and after an 8-week intervention period for both groups; we will also measure teacher-reported acceptability, appropriateness, and feasibility for the PBMIR group following the intervention period.DiscussionIf there is preliminary evidence of feasibility and effectiveness, this pilot study will provide the foundation for evaluation the PBMIR at a larger scale and the potential to improve outcomes for students with or at risk for ADHD.Trial registrationThis clinical trial was registered at ClinicalTrials.gov. (https://clinicaltrials.gov/) on 8/5/2022 which was prior to the time of first participant enrollment. The registration number is: NCT05489081.

CLASSROOM MANAGEMENT AND TEACHER INTERVENTION CAN REDUCE STUDENT ANXIETY LEVELS

The purpose of this study was to find out the effectiveness of classroom management and teacher intervention in reducing students' anxiety levels at school. The researcher used a qualitative research method with descriptive research. The steps in this research were to collect information or collect classification data, and then perform data analysis, interpretation, and make conclusions and reports. The research was carried out from January 13 to February 14, 2023. The results of the research the researchers conducted showed that anxiety in students can be reduced through good classroom management in several ways, namely through preventive efforts by motivating students to concentrate on lessons and conditioning students to be ready to learn in class; readiness to learn greatly determines student learning activities. Besides these preventive efforts to reduce student anxiety in class in a curative way, this method requires the role of the guidance and counseling teacher by providing counseling to students who have high anxiety using systematic desensitization techniques.

Technology-Supported Implementation of an Interdependent Group Contingency Intervention for Classroom Behavior Management

The Good Behavior Game (GBG) is an interdependent group-oriented contingency management system successfully used in school settings to promote positive student behaviors. As a classroom management intervention, there is a large body of evidence for it increasing desirable classroom behaviors and decreasing problem behaviors across a range of student populations. Recent studies have also demonstrated that a positive reinforcement-focused version of the GBG can be successfully implemented using a software application. The purpose of this article is to provide a brief overview of the GBG and its evidence base and describe the steps for implementing the GBG with a freely available software application for classroom management.

The Effect of Schedule Thinning on Student Behavior During the Caught Being Good Game.

The Caught Being Good Game (CBGG) is a classroom management intervention which is described as a variation of the classic Good Behavior Game (GBG). It is based on the principle of positive reinforcement, such that teams of students can earn points for following the class rules during the game. Points are awarded by the teacher at different intervals during the game and these intervals were the focus of the current study. We aimed to determine if the CBGG is effective with an initially dense schedule of reinforcement which is progressively thinned. The efficacy of the CBGG in targeting academic engagement and disruptive behavior was demonstrated for one primary school class and for two target students in that class. The game remained effective when the reinforcement schedule was thinned from 2 minutes, up to 5 minutes. This has potential implications for teacher time saving while playing the game.

Focused classroom meeting model of teaching for enhancing students’ achievement motivation

There have been different models of achievement motivation models proposed in the literature. This article aims to examine the effectiveness of the Focused Classroom Meeting Model of Teaching (FCMMT) which is based on the Trisula Model of Achievement Motivation in English as a foreign language setting. The effectiveness of FCMMT was examined through experimental research with randomized pre-test post-test control group design. The subjects consisted of 40 students of 11th Grade who were randomly selected from a senior high school. They were, then, randomly assigned into two different groups, namely experimental and control groups. The experimental group received FCMMT of teaching model intervention, while the control group was given classroom management intervention by applying the experimental design of the control group pre-test multiple post-tests. Both experimental and control groups received teaching intervention for 12 sessions (90 minutes per session; twice per week). The achievement motivation scale used was adapted from the Motivated Strategies for Learning Questionnaire (MSLQ). The result of the experiment showed that FCMMT was effective in enhancing students’ achievement motivation. This study provides an alternative new model empirically found effective for increasing student achievement motivation, namely task value, self-efficacy, and goal orientation.

Building Trust to Decrease Disruptive Behavior: A Classroom Management Intervention

Building Trust to Decrease Disruptive Behavior: A Classroom Management Intervention

Classroom management and student interaction interventions: Fostering diversity, inclusion, and belonging in the undergraduate economics classroom

The economics profession lacks diversity and, as a result, interventions have been introduced at the graduate and professional levels to minimize the effect of the “leaky pipeline.” In addition, economic educators lack training in classroom management and student interaction, which may lead to underinvestment in fostering diversity, inclusion, and a belonging environment in the classroom. The author of this article presents low-cost interventions to increase diversity and inclusion by developing a sense of belonging at the principles level. The focus of these interventions is on faculty behavior and pertains to classroom management and student interactions.

Does the Immediacy of Feedback Matter in Game-Based Classroom Management? Analysis of the Caught Being Good Game With Adolescent Students

This study evaluated use of the Caught Being Good Game (CBGG) across two adolescent student populations, maintaining a focus on the provision of feedback during the game. The CBGG, a variation of the group contingency intervention the Good Behavior Game (GBG), is a classroom management intervention that involves the provision of points to teams of students who follow class rules. Feedback was manipulated during the game to ascertain whether immediate visual feedback was always necessary. The CBGG was presented with and without immediate visual feedback across phases, using a multiple treatment reversal design. Intervention conditions were counterbalanced across two classrooms of mainstream adolescent students. Data were collected on academically engaged and disruptive behaviors. The CBGG was generally effective in targeting these behaviors in both classrooms, with some differential effects apparent for CBGG versions across classrooms. This provides further support for the use of the CBGG as a positive classroom management technique and as an alternative to the classic GBG. The findings also suggest that teachers may choose whether to use feedback or not during the CBGG, which may save them time and increase buy-in by incorporating an opportunity for some autonomy in game implementation.

Promoting engagement of U. S. elementary students with emotional and behavioral disorders: evidence of efficacy of the Classroom Reset program

A randomized controlled trial evaluated the Classroom Reset universal classroom-management intervention on classroom behaviors and engagement of U. S. elementary students with emotional and behavioral disorders (EBD). Participants were from seven intervention ( n = 49 students) and six comparison ( n = 25 students) schools. Results indicated that students in intervention classrooms significantly improved classroom behaviors and engagement more than students in the comparison condition (Hedges's g = 0.86). Statistically significant reductions were found in the percentages of intervention students (from 46% at baseline to 30% at the end of year 2) who did not meet clinical cutoff criteria for risk of clinically defined externalizing behavior syndromes. This study provides evidence of the effectiveness of universal behavioral interventions in promoting student engagement.

Evidence-Based Behavior Management Strategies for Students With or at Risk of EBD: A Mega Review of the Literature

Evidence-based practices (EBPs) are strategies shown through rigorous experimentation to be effective when implemented as designed by educators in the field. The purpose of this review is to (a) describe the state and quality of evidence-based reviews and meta-analyses of studies on classroom and behavior management interventions for students with emotional and behavioral disorders (EBDs) and (b) summarize practices that can be deemed evidence-based. We identified 50 meta-analytic or systematic reviews encompassing 20 interventions implemented solely or in part with students with EBD. In total, our review identified eight interventions classified as EBPs for supporting students labeled with EBD in the meta-analytic literature. Implications for future research are presented.

Multi-Tiered Classroom Management Intervention in a Middle School Classroom: Initial Investigation of CW-FIT-Middle School Tier 1 and Self-Management

Middle school students with social and behavioral concerns need additional support. The current study investigated the effects of Class-Wide Function-related intervention teams adapted for middle school contexts (CW-FIT MS) and self-management (SM) in a sixth-grade reading class. CW-FIT MS was implemented, subsequently, for students with data indicating additional support was needed, and a self-management component was added to intensify the intervention (CW-FIT MS w/ SM). A single-subject multiple baseline design was implemented across four student participants, and the on-task student behavior as well as the teacher-student relationship were examined to assess the effects of the intervention. Results indicated improved on-task behavior for three of four students with the implementation of the self-management intervention, demonstrating promising maintenance effects. Preliminary data showed an overall improvement in the teacher-student relationship. Both teachers and students reported positive perceptions about the intervention, consistent with earlier findings in CW-FIT MS studies. Limitations and areas for future research are addressed.

Configural frequency trees.

Although variable-oriented analyses are dominant in developmental psychopathology, researchers have championed a person-oriented approach that focuses on the individual as a totality. This view has methodological implications and various person-oriented methods have been developed to test person-oriented hypotheses. Configural frequency analysis (CFA) has been identified as a prime method for a person-oriented analysis of categorical data. CFA searches for configurations in cross-classifications and asks whether the number of observed cases is larger (CFA type) or smaller (CFA antitype) than expected under a probability model. The present study introduces a combination of CFA and model-based recursive partitioning (MOB) to test for type/antitype heterogeneity in the population. MOB CFA is well suited to detect complex moderation processes and can distinguish between subpopulation and population types/antitypes. Model specifications are discussed for first-order CFA and prediction CFA. Results from two simulation studies suggest that MOB CFA is able to detect moderation processes with high accuracy. Two empirical examples are given from school mental health research for illustrative purposes. The first example evaluates heterogeneity in student behavior types/antitypes, the second example focuses on the effect of a teacher classroom management intervention on student behavior. An implementation of the approach is provided in R.

Adapting the good behavior game for special education classrooms

AbstractThe good behavior game (GBG) is a classroom management intervention that employs a group contingency to support appropriate behavior and reduce classroom disruptions. To date, the majority of GBG research has included participants of typical development in mainstream education classrooms or alternative schools. The current study evaluated the GBG across two classrooms in a special education school in Wales. Children included those with both intellectual and physical disabilities. Although some adaptations were made to accommodate individual student needs, those adjustments were minimal and required little additional effort from teachers. Results were evaluated using a single‐case withdrawal design and indicated that the GBG was effective at reducing disruptive and off‐task behavior in both classrooms.

Classroom Management and Student Interaction Interventions: Fostering Diversity, Inclusion, and Belonging in Undergraduate Economics

The economics profession lacks gender and racial diversity, so interventions at the graduate and professional level have been introduced to minimize the effect of the “leaky pipeline.” Since economic educators lack training in classroom management and student interaction skills, I present interventions to increase diversity and inclusion by developing a sense of belonging at the principles level. I introduce low-cost interventions that target classroom management and student interactions for those who are interested in finding new ways to increase representation in undergraduate economics. To increase diversity in the economics profession we need interventions that will attract more diverse students and minimize attrition by establishing a career path.

Effects of a Universal Classroom Management Intervention on Middle School Students With or At Risk of Behavior Problems

Universal interventions implemented in schools have the potential to impact large numbers of students on a multitude of behavioral and academic outcomes. In the context of a large group randomized controlled trial, the current study examined whether teacher-perceived student need for behavior support plans at baseline moderated the effects of a middle school universal classroom management training program, CHAMPS, which stands for Conversation, Help, Activity, Movement, Participation, and Success, on student outcomes. We hypothesized that students in CHAMPS classrooms who were identified by teachers at baseline as needing behavior support plans would have greater end-of-year improvements on behavior and academic outcomes relative to comparable youth in non-CHAMPS classrooms. Results indicated baseline teacher-perceived student behavior support need moderated some intervention outcomes; in particular, youth at risk in CHAMPS classrooms demonstrated improvements in concentration problems ( b = –.19) and communication arts outcomes ( b = .13) compared with youth at risk in control group classrooms. Implications of these findings and future research are discussed.

Examining Adaptations of the Good Behavior Game: A Comparison of Known and Unknown Criteria for Winning

ABSTRACTThe Good Behavior Game (GBG) is a classroom management intervention whereby students earn points toward a particular criterion to “win” the game. Typically, students know the criterion at the start of the game. However, this approach may cause behavior to deteriorate if, during the game, students believe that they have already won or lost. The current study investigated the effects of known and unknown criteria in a Welsh Year 4 (ages 8–9) classroom. Participants included three students who engaged in disruptive behavior (target students) and three who typically did not (nontarget peers). Tau-U and percentage nonoverlapping data (PND) effect size calculations indicated that both known and unknown criterion games were effective at reducing target students’ disruptions to within the range of their nontarget peers, but neither game was more effective than the other. Teachers reported that they preferred playing the GBG with an unknown criterion; however, the students’ preferences were mixed.

Effects of a universal classroom management teacher training program on elementary children with aggressive behaviors.

The purpose of this study was to examine the treatment effects of the Incredible Years Teacher Classroom Management (IY TCM), a universal classroom management intervention, on the outcomes of children with aggressive behavior in elementary school. Classroom management has been demonstrated as a factor in either escalating children's aggressive behavior or decreasing those problematic behaviors. Participants included 1,817 students (Grade K to 3) and 105 teachers from nine elementary schools in a large urban Midwestern school district. Teachers were randomly assigned to receive IY TCM or to a wait-list comparison group. The hypotheses were that baseline levels of aggression would moderate the relationship between intervention status and outcomes. Findings indicated the hypothesized moderation effect on several outcome variables; specifically, children with baseline aggression problems who were in IY TCM classrooms had significantly improved math achievement, emotional regulation, prosocial behaviors, and observed aggression in comparison to similar peers in the control classrooms. Implications for practice and future research based on the findings are discussed. (PsycINFO Database Record (c) 2020 APA, all rights reserved).